Qureshi, Helen Maria

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children build strong bonds with the warm, gentle childminder. She takes time to help them settle and feel secure. Children born into periods of isolation due to COVID-19 benefit from slowly building time away from their parents. Parents say their children excitedly enter the childminder's house.

p.2

The provision is good

Children are busy explorers who seek out the childminder for interaction and cuddles. The childminder is enthusiastic and responds warmly. She talks to them about what they are doing, introducing new words such as 'sour' and 'juicy'. This helps children to learn vocabulary in context. The childminder has high expectations for what children can learn. For example, she teaches them the correct terms of solid shapes.

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The provision is good

Children behave well. They learn to share with each other through gentle encouragement. They follow the rules and routines well. For example, they wash their hands and sit at a table for mealtimes. Children exercise and play safely. The childminder is a supportive presence as children explore what they can do. For example, young children use a wooden bridge and slides at the park. They learn to safely turn themselves around and balance. Older children develop their large muscles as they climb on the apparatus and stretch.

p.2

need to do better?

n The childminder is knowledgeable. She watches webinars and attends relevant courses. The childminder reflects on what she has learned and tries different approaches. This helps to build her knowledge of different curriculum areas. n Children build their focus for more structured activities over time. The childminder uses their interests to help them to engage in new activities. For example, she encourages children to roll cars through paint. However, the childminder does not always sequence adult-led activities in a way that gains the youngest children's attention. This does not help them to focus on the intended learning. n Children are independent. They help to prepare snack, buttering their toast and slicing banana with the childminder's help. Children are proud of being able to do this, which helps to build positive self-esteem. n The childminder discusses children's learning and development with parents. She

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need to do better?

offers suggestions for activities the children might enjoy at home. However, the information shared does not always focus on what children need to learn and be able to do next. This does not help parents to accurately extend their children's learning at home. n The childminder teaches children to celebrate their uniqueness. She reads a specific book with children because it helps them to focus on all sorts of

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need to do better?

14 February 2023 differences. For example, they compare pictures of short and tall people or talk about skin tone. This helps to prepare children for the diversity of people they will meet in modern Britain. n The childminder enhances her provision through trips. She thinks carefully about what children might not have experienced, such as riding a bus. In addition, the childminder involves the children in shopping for resources. This helps children build a sense of the world around them. n The childminder teaches children about hygiene. Children say, 'we are washing away tiny germs', as they clean their hands. The childminder also talks to the children about healthy food and looking after their teeth. As a result, children build an awareness of how to stay healthy. n The childminder encourages children to think about cause and effect. When she sings about stars, she darkens the room and turns on a projector. The children

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need to do better?

see stars and a moon appear on the ceiling. The childminder asks them to predict what will happen when she opens the curtains again. Babies watch and point as the stars become faint while older children say the stars will go away. This helps to develop curiosity and a sense of wonder. n The childminder encourages positive, respectful relationships. She models how to help younger children. The childminder talks to their older peers, explaining that they would like to see what they are doing. Children learn to be gentle and tolerant as they copy the childminder.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding. She completes mandatory courses, such as training in safeguarding and paediatric first aid. This keeps the signs and symptoms of abuse at the forefront of the childminder's mind. In addition, the childminder is aware of the risks of radicalisation. She understands the procedures to follow to access support and advice for any safeguarding matters. The childminder works closely with parents, establishing supportive relationships. She checks in with parents when children have periods of absence due to illness. Parents say they appreciate the genuine care for their children's welfare.

p.3

should:

n include information about what children need to learn next in communication with parents to further support them in extending learning at home n consider the best way to organise and sequence adult-led activities to help children of all ages focus on the intended learning.

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Setting details

Unique reference number EY455113 Local authority Cumbria Inspection number 10276689 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 27 July 2017

p.4

Information about this early years setting

The childminder registered in 2012. She operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provision. n The childminder showed the inspector the areas used for childminding and explained her curriculum. n Parents shared their views with the inspector in writing. n The inspector held discussions with the childminder and interacted with children at appropriate times during the inspection. n A sample of documents was viewed by the inspector, including evidence of training, policies and the record of complaints and incidents. n The quality of teaching during activities was assessed to consider the impact this has on children's learning. n A joint observation of an activity was carried out by the inspector and the childminder.

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Inspection activities

14 February 2023 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

14 February 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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